103RD GENERAL ASSEMBLY
State of Illinois
2023 and 2024
SB3553

 

Introduced 2/9/2024, by Sen. Kimberly A. Lightford

 

SYNOPSIS AS INTRODUCED:
 
105 ILCS 5/14A-32
105 ILCS 5/27-22  from Ch. 122, par. 27-22

    Amends the Gifted and Talented Children and Children Eligible for Accelerated Placement Article of the School Code. Provides that a school district's accelerated placement policy may allow for the waiver of a course or unit of instruction completion requirement if (i) completion of the course or unit of instruction is required by the Code or rules adopted by the State Board of Education as a prerequisite to receiving a high school diploma and (ii) the school district has determined that the student has demonstrated mastery of or competency in the content of the course or unit of instruction. Provides that the school district shall maintain documentation of this determination of mastery or competency for each student, which must include identification of the learning standards or competencies reviewed, the methods of measurement used, student performance, the date of the determination, and identification of the district personnel involved in the determination process. Provides that a school district must provide notification to a student's parent or guardian that the student will receive a waiver. Makes a corresponding change in the Courses of Study Article of the Code. Effective immediately.


LRB103 36147 RJT 66239 b

STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT
MAY APPLY

 

 

A BILL FOR

 

SB3553LRB103 36147 RJT 66239 b

1    AN ACT concerning education.
 
2    Be it enacted by the People of the State of Illinois,
3represented in the General Assembly:
 
4    Section 5. The School Code is amended by changing Sections
514A-32 and 27-22 as follows:
 
6    (105 ILCS 5/14A-32)
7    Sec. 14A-32. Accelerated placement; school district
8responsibilities.
9    (a) Each school district shall have a policy that allows
10for accelerated placement that includes or incorporates by
11reference the following components:
12        (1) a provision that provides that participation in
13    accelerated placement is not limited to those children who
14    have been identified as gifted and talented, but rather is
15    open to all children who demonstrate high ability and who
16    may benefit from accelerated placement;
17        (2) a fair and equitable decision-making process that
18    involves multiple persons and includes a student's parents
19    or guardians;
20        (3) procedures for notifying parents or guardians of a
21    child of a decision affecting that child's participation
22    in an accelerated placement program; and
23        (4) an assessment process that includes multiple

 

 

SB3553- 2 -LRB103 36147 RJT 66239 b

1    valid, reliable indicators.
2    (a-5) By no later than the beginning of the 2023-2024
3school year, a school district's accelerated placement policy
4shall allow for the automatic enrollment, in the following
5school term, of a student into the next most rigorous level of
6advanced coursework offered by the high school if the student
7meets or exceeds State standards in English language arts,
8mathematics, or science on a State assessment administered
9under Section 2-3.64a-5 as follows:
10        (1) A student who meets or exceeds State standards in
11    English language arts shall be automatically enrolled into
12    the next most rigorous level of advanced coursework in
13    English, social studies, humanities, or related subjects.
14        (2) A student who meets or exceeds State standards in
15    mathematics shall be automatically enrolled into the next
16    most rigorous level of advanced coursework in mathematics.
17        (3) A student who meets or exceeds State standards in
18    science shall be automatically enrolled into the next most
19    rigorous level of advanced coursework in science.
20    For a student entering grade 12, the next most rigorous
21level of advanced coursework in English language arts or
22mathematics shall be a dual credit course, as defined in the
23Dual Credit Quality Act, an Advanced Placement course, as
24defined in Section 10 of the College and Career Success for All
25Students Act, or an International Baccalaureate course;
26otherwise, the next most rigorous level of advanced coursework

 

 

SB3553- 3 -LRB103 36147 RJT 66239 b

1under this subsection (a-5) may include a dual credit course,
2as defined in the Dual Credit Quality Act, an Advanced
3Placement course, as defined in Section 10 of the College and
4Career Success for All Students Act, an International
5Baccalaureate course, an honors class, an enrichment
6opportunity, a gifted program, or another program offered by
7the district.
8    A school district may use the student's most recent State
9assessment results to determine whether a student meets or
10exceeds State standards. For a student entering grade 9,
11results from the State assessment taken in grades 6 through 8
12may be used. For other high school grades, the results from a
13locally selected, nationally normed assessment may be used
14instead of the State assessment if those results are the most
15recent.
16    A school district's accelerated placement policy may allow
17for the waiver of a course or unit of instruction completion
18requirement if (i) completion of the course or unit of
19instruction is required by this Code or rules adopted by the
20State Board of Education as a prerequisite to receiving a high
21school diploma and (ii) the school district has determined
22that the student has demonstrated mastery of or competency in
23the content of the course or unit of instruction. The school
24district shall maintain documentation of this determination of
25mastery or competency for each student, which must include
26identification of the learning standards or competencies

 

 

SB3553- 4 -LRB103 36147 RJT 66239 b

1reviewed, the methods of measurement used, student
2performance, the date of the determination, and identification
3of the district personnel involved in the determination
4process.
5    A school district must provide the parent or guardian of a
6student eligible for automatic enrollment under this
7subsection (a-5) with the option to instead have the student
8enroll in alternative coursework that better aligns with the
9student's postsecondary education or career goals. If
10applicable, a school district must provide notification to a
11student's parent or guardian that the student will receive a
12waiver of a course or unit of instruction completion
13requirement under this subsection (a-5).
14    Nothing in this subsection (a-5) may be interpreted to
15preclude other students from enrolling in advanced coursework
16per the policy of a school district.
17    (b) Further, a school district's accelerated placement
18policy may include or incorporate by reference, but need not
19be limited to, the following components:
20        (1) procedures for annually informing the community
21    at-large, including parents or guardians, community-based
22    organizations, and providers of out-of-school programs,
23    about the accelerated placement program and the methods
24    used for the identification of children eligible for
25    accelerated placement, including strategies to reach
26    groups of students and families who have been historically

 

 

SB3553- 5 -LRB103 36147 RJT 66239 b

1    underrepresented in accelerated placement programs and
2    advanced coursework;
3        (2) a process for referral that allows for multiple
4    referrers, including a child's parents or guardians; other
5    referrers may include licensed education professionals,
6    the child, with the written consent of a parent or
7    guardian, a peer, through a licensed education
8    professional who has knowledge of the referred child's
9    abilities, or, in case of possible early entrance, a
10    preschool educator, pediatrician, or psychologist who
11    knows the child;
12        (3) a provision that provides that children
13    participating in an accelerated placement program and
14    their parents or guardians will be provided a written plan
15    detailing the type of acceleration the child will receive
16    and strategies to support the child;
17        (4) procedures to provide support and promote success
18    for students who are newly enrolled in an accelerated
19    placement program;
20        (5) a process for the school district to review and
21    utilize disaggregated data on participation in an
22    accelerated placement program to address gaps among
23    demographic groups in accelerated placement opportunities;
24    and
25        (6) procedures to promote equity, which may
26    incorporate one or more of the following evidence-based

 

 

SB3553- 6 -LRB103 36147 RJT 66239 b

1    practices:
2            (A) the use of multiple tools to assess
3        exceptional potential and provide several pathways
4        into advanced academic programs when assessing student
5        need for advanced academic or accelerated programming;
6            (B) providing enrichment opportunities starting in
7        the early grades to address achievement gaps that
8        occur at school entry and provide students with
9        opportunities to demonstrate their advanced potential;
10            (C) the use of universal screening combined with
11        local school-based norms for placement in accelerated
12        and advanced learning programs;
13            (D) developing a continuum of services to identify
14        and develop talent in all learners ranging from
15        enriched learning experiences, such as problem-based
16        learning, performance tasks, critical thinking, and
17        career exploration, to accelerated placement and
18        advanced academic programming; and
19            (E) providing professional learning in gifted
20        education for teachers and other appropriate school
21        personnel to appropriately identify and challenge
22        students from diverse cultures and backgrounds who may
23        benefit from accelerated placement or advanced
24        academic programming.
25    (c) The State Board of Education shall adopt rules to
26determine data to be collected and disaggregated by

 

 

SB3553- 7 -LRB103 36147 RJT 66239 b

1demographic group regarding accelerated placement, including
2the rates of students who participate in and successfully
3complete advanced coursework, and a method of making the
4information available to the public.
5    (d) On or before November 1, 2022, following a review of
6disaggregated data on the participation and successful
7completion rates of students enrolled in an accelerated
8placement program, each school district shall develop a plan
9to expand access to its accelerated placement program and to
10ensure the teaching capacity necessary to meet the increased
11demand.
12(Source: P.A. 102-209, eff. 11-30-21 (See Section 5 of P.A.
13102-671 for effective date of P.A. 102-209); 103-263, eff.
146-30-23.)
 
15    (105 ILCS 5/27-22)  (from Ch. 122, par. 27-22)
16    Sec. 27-22. Required high school courses.
17    (a) (Blank).
18    (b) (Blank).
19    (c) (Blank).
20    (d) (Blank).
21    (e) Through the 2023-2024 school year, as a prerequisite
22to receiving a high school diploma, each pupil entering the
239th grade must, in addition to other course requirements,
24successfully complete all of the following courses:
25        (1) Four years of language arts.

 

 

SB3553- 8 -LRB103 36147 RJT 66239 b

1        (2) Two years of writing intensive courses, one of
2    which must be English and the other of which may be English
3    or any other subject. When applicable, writing-intensive
4    courses may be counted towards the fulfillment of other
5    graduation requirements.
6        (3) Three years of mathematics, one of which must be
7    Algebra I, one of which must include geometry content, and
8    one of which may be an Advanced Placement computer science
9    course. A mathematics course that includes geometry
10    content may be offered as an integrated, applied,
11    interdisciplinary, or career and technical education
12    course that prepares a student for a career readiness
13    path.
14        (3.5) For pupils entering the 9th grade in the
15    2022-2023 school year and 2023-2024 school year, one year
16    of a course that includes intensive instruction in
17    computer literacy, which may be English, social studies,
18    or any other subject and which may be counted toward the
19    fulfillment of other graduation requirements.
20        (4) Two years of science.
21        (5) Two years of social studies, of which at least one
22    year must be history of the United States or a combination
23    of history of the United States and American government
24    and, beginning with pupils entering the 9th grade in the
25    2016-2017 school year and each school year thereafter, at
26    least one semester must be civics, which shall help young

 

 

SB3553- 9 -LRB103 36147 RJT 66239 b

1    people acquire and learn to use the skills, knowledge, and
2    attitudes that will prepare them to be competent and
3    responsible citizens throughout their lives. Civics course
4    content shall focus on government institutions, the
5    discussion of current and controversial issues, service
6    learning, and simulations of the democratic process.
7    School districts may utilize private funding available for
8    the purposes of offering civics education. Beginning with
9    pupils entering the 9th grade in the 2021-2022 school
10    year, one semester, or part of one semester, may include a
11    financial literacy course.
12        (6) One year chosen from (A) music, (B) art, (C)
13    foreign language, which shall be deemed to include
14    American Sign Language, (D) vocational education, or (E)
15    forensic speech (speech and debate). A forensic speech
16    course used to satisfy the course requirement under
17    subdivision (1) may not be used to satisfy the course
18    requirement under this subdivision (6).
19    (e-5) Beginning with the 2024-2025 school year, as a
20prerequisite to receiving a high school diploma, each pupil
21entering the 9th grade must, in addition to other course
22requirements, successfully complete all of the following
23courses:
24        (1) Four years of language arts.
25        (2) Two years of writing intensive courses, one of
26    which must be English and the other of which may be English

 

 

SB3553- 10 -LRB103 36147 RJT 66239 b

1    or any other subject. If applicable, writing-intensive
2    courses may be counted toward the fulfillment of other
3    graduation requirements.
4        (3) Three years of mathematics, one of which must be
5    Algebra I, one of which must include geometry content, and
6    one of which may be an Advanced Placement computer science
7    course. A mathematics course that includes geometry
8    content may be offered as an integrated, applied,
9    interdisciplinary, or career and technical education
10    course that prepares a student for a career readiness
11    path.
12        (3.5) One year of a course that includes intensive
13    instruction in computer literacy, which may be English,
14    social studies, or any other subject and which may be
15    counted toward the fulfillment of other graduation
16    requirements.
17        (4) Two years of laboratory science.
18        (5) Two years of social studies, of which at least one
19    year must be history of the United States or a combination
20    of history of the United States and American government
21    and at least one semester must be civics, which shall help
22    young people acquire and learn to use the skills,
23    knowledge, and attitudes that will prepare them to be
24    competent and responsible citizens throughout their lives.
25    Civics course content shall focus on government
26    institutions, the discussion of current and controversial

 

 

SB3553- 11 -LRB103 36147 RJT 66239 b

1    issues, service learning, and simulations of the
2    democratic process. School districts may utilize private
3    funding available for the purposes of offering civics
4    education. One semester, or part of one semester, may
5    include a financial literacy course.
6        (6) One year chosen from (A) music, (B) art, (C)
7    foreign language, which shall be deemed to include
8    American Sign Language, (D) vocational education, or (E)
9    forensic speech (speech and debate). A forensic speech
10    course used to satisfy the course requirement under
11    subdivision (1) may not be used to satisfy the course
12    requirement under this subdivision (6).
13    (e-10) Beginning with the 2028-2029 school year, as a
14prerequisite to receiving a high school diploma, each pupil
15entering the 9th grade must, in addition to other course
16requirements, successfully complete 2 years of foreign
17language courses, which may include American Sign Language. A
18pupil may choose a third year of foreign language to satisfy
19the requirement under subdivision (6) of subsection (e-5).
20    (f) The State Board of Education shall develop and inform
21school districts of standards for writing-intensive
22coursework.
23    (f-5) If a school district offers an Advanced Placement
24computer science course to high school students, then the
25school board must designate that course as equivalent to a
26high school mathematics course and must denote on the

 

 

SB3553- 12 -LRB103 36147 RJT 66239 b

1student's transcript that the Advanced Placement computer
2science course qualifies as a mathematics-based, quantitative
3course for students in accordance with subdivision (3) of
4subsection (e) of this Section.
5    (g) Public Act 83-1082 does not apply to pupils entering
6the 9th grade in 1983-1984 school year and prior school years
7or to students with disabilities whose course of study is
8determined by an individualized education program.
9    Public Act 94-676 does not apply to pupils entering the
109th grade in the 2004-2005 school year or a prior school year
11or to students with disabilities whose course of study is
12determined by an individualized education program.
13    Subdivision (3.5) of subsection (e) does not apply to
14pupils entering the 9th grade in the 2021-2022 school year or a
15prior school year or to students with disabilities whose
16course of study is determined by an individualized education
17program.
18    Subsection (e-5) does not apply to pupils entering the 9th
19grade in the 2023-2024 school year or a prior school year or to
20students with disabilities whose course of study is determined
21by an individualized education program. Subsection (e-10) does
22not apply to pupils entering the 9th grade in the 2027-2028
23school year or a prior school year or to students with
24disabilities whose course of study is determined by an
25individualized education program.
26    (h) The provisions of this Section are subject to the

 

 

SB3553- 13 -LRB103 36147 RJT 66239 b

1provisions of Sections 14A-32 and Section 27-22.05 of this
2Code and the Postsecondary and Workforce Readiness Act.
3    (i) The State Board of Education may adopt rules to modify
4the requirements of this Section for any students enrolled in
5grades 9 through 12 if the Governor has declared a disaster due
6to a public health emergency pursuant to Section 7 of the
7Illinois Emergency Management Agency Act.
8(Source: P.A. 102-366, eff. 8-13-21; 102-551, eff. 1-1-22;
9102-864, eff. 5-13-22; 103-154, eff. 6-30-23.)
 
10    Section 99. Effective date. This Act takes effect upon
11becoming law.